ICTs as a Support Tool for the Instructional Strategy of the University Teacher

Abstract

The objective of the study was to analyze the use of communication technology as tools to support the instructional strategy applied by the teachers of the Administration Program of the National Experimental University "Rafael María Baralt" (UNERMB), headquarters of Cabimas, Zulia State, as a learning resource, framed in an analytical-descriptive typology, non-experimental design, transverse-field; using a population of 46 teachers and 115 students, applying a population census in March 2018. The data collection technique was observation through the survey, applying a questionnaire of 48 items, with five alternative answers. The validity and reliability was through the judgment of experts, and the Alpha Cronbach coefficient, reaching a value of 0.86. The data processing yielded, for average teachers 3.15 and deviation of 0.62, indicating high level of use of the instructional strategy, as a resource supported by TIC´s, for students, the average value was 2.80, with a deviation of 0.49, reflecting a moderate level. The differences in the responses between teachers and students in relation to instructional strategies and the perception of the student's metacognitive process have not allowed the consolidation of knowledge and regulatory elements that contribute to the effective management of their cognitive processes and, consequently, to achieving significant learning. This is why it is recommended to evaluate strategies in order to contribute to the achievement of significant learning.